This study was conducted to discover the factors contributing to lower participation rates in college access programs and courses (CAP-C, pronounced cap-cee) among African American students, more so than other racial/ethnic groups. Participation refers to the recruitment and retention of African Americans in CAP-C. This study also described how educational advocates hinder and foster African American students’ participation in CAP-C. The methodology for this research was a bounded descriptive mixed-methods single case study design. The study participants represented three categories: alumni and internal and external educational advocates. All participants were 18 years or older and met other criteria specific to their group. Survey data and interview findings were grouped, cross-analyzed, and embedded to form emerging themes representative of the commonalities between the participants’ responses. Finally, the themes were categorized before determining the findings and recommendations. The findings uncovered that lack of transgenerational knowledge, apathy for African American student participation, and hoarding of program opportunities hindered African American student participation in CAP-C. However, the findings also revealed ways to foster African American student participation in CAP-C. For example, findings showed the need for policymakers and educational leaders to be critically aware of transgenerational factors that impact African American student participation in CAP-C, an advocate whose interests converge to support and be intentional about assessing CAP-C for equity.